The Impact of Social Stereotypes and Biases on EFL students’ Motivation The Case of EFL Second Year Students at Biskra University

Abstract

Motivation is a critical factor in the acquisition and learning of foreign languages. Considering the significance of motivation, this dissertation aims to explore the influence of social stereotypes and biases on EFL motivation. The primary research hypothesis posited in this study asserts that social stereotypes and biases have a detrimental effect on the motivation of second-year EFL students at Biskra University as they engage in their English learning journey. To examine this hypothesis, a mixed-methods approach was employed to collect relevant data for both qualitative and quantitative data were derived from a semi-structured questionnaire and a focus group discussion. The research findings confirm the research hypothesis, highlighting that social stereotypes and biases have a negative impact on the motivation of English language learners. This study contributes to the understanding of the complex dynamics between motivation and social factors, shedding light on the challenges confronted by English language learners. Therefore, it is recommended for educational institutions and policymakers to address these issues, fostering an inclusive learning environment for EFL learners.